Elementary Reading Assessment Templates

OSPI

ING Elementary Reading Assessment Templates K T Multiple Choice, Completion and Stand-Alone Templates

R F & O A Short Answers Embedded with Rubric Templates

W DR For Classroom Use

Table of Contents

Introduction Purpose ...................................................................................................................................................... 4 Understanding the Stem Format ...........................................................................................................5 Stand-Alone Items ...................................................................................................................................6

Reading Assessment Development Cycle Description ................................................................................................................................................8 Flow Chart...............................................................................................................................................10

Strands and Targets Grades 3-5 Strands and Targets ..........................................................................................................12

Question (Item) Templates Multiple Choice......................................................................................................................................14 Completion........................................................................................................................................................ 31 Short Answer With Rubric Templates...................................................................................................45

Glossary Terminology Commonly Used on the State Reading Assessment .............................................. 111

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The purpose of the Reading Assessment Template document is to place valuable tools into teachers' hands. This

document is not intended in any way to suggest "teaching to the test", rather to be used by classroom teachers to support and guide instruction. Stems are intended to be generic and used for varied genres and passages in multiple subject areas. Stems can also be adjusted for single or paired passages. All stems are connected to the Washington State Essential Academic Learning Requirements that are tested on the MSP/HSPE (see Strands and Targets chart pg. 12) but do not encompass all grade level expectations (see the Grade Level Standards & Resources). Stem questions were developed to standardize the testing process and are used in Washington State when creating the MSP/HSPE to ensure reliability. However, teachers should feel free to modify, adjust or tweak the stem questions to be best used in their classrooms. The stem templates can be used to develop lessons and activities to accompany any text, for example

G journal writing, blogging or classroom discussion. We encourage you to use these stems as you build lessons, activities

and units in your classroom.

KIN T Using this document: R F At OSPI, teacher committees use the stem templates along with grade level reading material to develop items for the O A MSP/HSPE. The term item is used synonymously with question; an item can be presented as either a question or statement.

The item development process can be used in classrooms, schools or districts. Choose a reading passage, decide which

W R strands and targets you want to develop, find some workable stems and start writing questions. As with most educational D tasks, collaboration is encouraged. You will find that developing questions becomes easier with practice.

The template document is organized by genre (literary and informational), type of question (multiple choice, completion, and short answer), strand (comprehension, analysis, and critical thinking) and target (01-11). Literary and informational stems are combined in most cases, however, where that doesn't work, (for example secondary target 05 and short answer), they are lined up side-by-side.

Copyright ? 2010 by Washington Office of the Superintendent of Public Instruction. All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.

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Understanding the stem format:

Multiple words are used to define types of text. We encourage you to use these terms in your classroom to familiarize students with the language they will encounter on the Measurements of Student Progress or the High School Proficiency Exam.

Passage: All reading material falls under this category Story: Literary story, essay, myth, folktale Selection: Informational science, social studies, functional, literary biography Process (6th ?HS): A section of informational text that describes a specific procedure

G Section: Specific part of any passage

Heading: Sub-title within a passage (always bold in passage and stem)

IN Stem templates are built using the following generic formatting techniques. K T Words in parenthesis mean to insert a word or words that best fit.

Words that are slashed mean to choose the word or words that best fit.

R F Bold print is used for headings and to emphasize the words one, two, three, both and each.

Italics print is used for book titles, vocabulary words and to emphasize the words best and least.

O A Quotes are used for passage titles and when an author's exact words are used regarding fact and opinion. W R Please note the list below of common abbreviations.

D MSP: Measurements of Student Progress (grades 3-8)

HSPE: High School Proficiency Exam MC: Multiple Choice CP: Completion SA: Short Answer ST: Stand Alone GLE: Grade Level Expectations

Other key vocabulary can be found in the glossary in the back of this document and in the EALR booklet.

Copyright ? 2010 by Washington Office of the Superintendent of Public Instruction. All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.

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Stand-Alone (ST) The unique quality of stand-alone items is that they are not connected to a passage. Stand-alones ask students to respond to shorter text including paragraphs, sentences, phrases, words, or graphics. Stand-alones can be written as multiple choice or completion. Stand-alone stems are located at the bottom of the multiple choice and completion stem pages.

Example stem from Comprehension 04: 9. Read the thesaurus entries below.

G Word (part of speech) 1. Synonym one 2. Synonym two 3. Synonym three 4. Synonym four IN (Word used in a sentence)

Which synonym of (word) is used in the above sentence?

RK FT 12 Read the thesaurus entries below. O A poise adj. 1. Balance 2.Bearing 3. Confidence 4. Tact W R The young girl showed poise as she sang for the large crowd. D Which synonym could replace poise in the sentence above?

O A. Synonym 1 O B. Synonym 2 O C. Synonym 3 O D. Synonym 4

This example is from the 2010 Grade 7 Sample Materials.

Copyright ? 2010 by Washington Office of the Superintendent of Public Instruction. All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.

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